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Unit Plan
Pre-Revolutionary and Revolutionary War
Grade: 8th
Unit Topic: Pre-Revolutionary and Revolutionary War: The events that lead to it and the
outcomes. Introduction to the Declaration of Independence.
Course/Discipline: Social Studies
Lesson Outlines:
Order of events
1. Introduce the term independence
Quickly overview the tension between the colonists and England.
Discuss the conflict that is arising.
2. Jigsaw activity with Hey, King: Get Off Our Backs!
Summative Assessment, Performance Project, and Rubric Group Members Names:
Kayla M. & Megan D.
Evaluation
At the end of each class, there will be an exit ticket asking the following:
1 Interesting fact I learned
1 Question I still have
Students will write their thoughts on a sheet of paper to hand in as they leave.
Major roles #6
within the war
Summative Assessment (clearly identify the items you used from other sources):
There will be a unit test to complete. The test will consist of:
5 matching items on the Acts (1 point each)
Newmark, B. Matching Quiz on Events leading to the American Revolution. Retrieved from
http://www.raleighcharterhs.org/faculty/bnewmark/1ADVUSHQuizzes.htm [#1-5, 19-20]
6 multiple choice items on the Declaration of Independence and key terms (1 point each)
Summative Assessment, Performance Project, and Rubric Group Members Names:
Kayla M. & Megan D.
5 fill in the blank items on major events and battles (1 point each)
3 short answer items on the effects of select Acts (2 points each)
Appleby, J. O., Brinkley, A., & McPherson, J. M. (2008). Road to Independence. In The
American Journey (pp.132-159). Columbus: Glencoe/McGraw-Hill. [#9, 10, & 11]
1 short essay based on an excerpt from the Declaration of Independence (8 points)
Scores students will receive are out of 30 total possible points. Partial credit will not be given
for spelling or grammar mistakes.
Performance Assessment:
Colonist Journal
Students will be asked to create one journal entry from the historical perspective of a colonist.
Their journal will creatively reflect their unit comprehension. The entry must incorporate at least
one act and one event from the lists below. All submitted work should be between 1-2 pages.
Creative and neat visual presentations are required!
Written from Final product is Final product is Final product is Journal was
historical written not completely not written from a not submitted.
perspective completely from written from a colonists
a colonists colonists perspective. It is
perspective. The perspective. The written from a
student uses first student uses a different
person point of disconnected, perspective than
view. third person point asked.
of view at least
once.
Answer: The colonies must unite to fight against the British for Independence.
Fill in the Blank-
7. Located in Virginia, this battle concluded the war, and resulted in the British troops
surrendering.
Answer: Battle of Yorktown
8. Disguised as Native Americans, Samuel Adams and the Sons of Liberty boarded three
ships to dump chests of British tea into the harbor. Their actions were an effort to protest against
taxation.
Answer: Boston Tea Party
9. Five colonists were shot and killed, after tensions rose between British soldiers and
Americans. The event is said to have sparked the Revolution.
Answer: Boston Massacre
10. Where the document that officially renounced Great Britain's control over the colonists
was drafted.
Answer: 2nd Continental Congress
11. The turning point of the war that convinced the French to become the colonists' ally.
Answer: Battle of Saratoga
Short Essay-
12. Here is a section from the Declaration of Independence:
Read the section and below write your thoughts on what exactly this means and is it still true for
today.
"We hold these truths to be self-evident, that all men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit
of Happiness."
Summative Assessment, Performance Project, and Rubric Group Members Names:
Kayla M. & Megan D.
Answer: This will be a student generated response and/or opinion. Partial credit will be
rewarded, if the student includes a general logical thought process. General guidelines
would be to explain why the colonists included this passage and what this means to them.
In your own words, complete part A,B, and C below by explaining the effect the ___ Act had on
the colonists. (2-3 sentences)
Questions 13-15 are student generated responses pertaining to the specific Acts asked.
There should be 2-3 sentences to respond with the effects of each Act. All effect answers
should demonstrate knowledge of how each Act escalated towards the Revolution.
16. The purpose of the Declaration of Independence was to
Answer: announce the colonists' independence from Great Britain
17. Which of the following best describes why the colonists opposed Great Britain's taxing
laws?
Answer: the colonists were denied representation in the governmental body that created
the taxes
18. According to the Founding Fathers, the natural rights all men are born with are
Answer: life, liberty, and the pursuit of happiness
19. Great Britain's governing body that created the taxation laws
Answer: Parliament
Summative Assessment, Performance Project, and Rubric Group Members Names:
Kayla M. & Megan D.
20. Thomas Jefferson refers to a specific individual as "he" in the body of the Declaration of
Independence. To whom is he referring to?